Free Essays - Survival in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Free Essay - Survival in The Adventures of Huckleberry Finn    In literature, authors have created characters that have traits that contributes to their survival in society. The qualities of shredders, adaptability, and basic human kindness enables the character Huckleberry Finn, in Mark Twain's novel The Adventures Of Huckleberry Finn to survive in his environment.   The purpose of this paper is to depict the importance of these traits or qualities to his survival.      Ã‚  Ã‚  Ã‚  Ã‚   Huckleberry Finn is able to confront complex situations because he is shrewd. Nothing is more natural or more necessary than his ability to lie.   In certain situations I will discuss how he must lie because the circumstances forced him to deception and lies and evasions are the only weapons he has to protect himself from those who are physically stronger than he. The creativity, common sense, and understanding of people of different classes give him the edge he needs to survive in a rather harsh society.      Ã‚  Ã‚  Ã‚  Ã‚   Living with Ms. Watson and Widow Douglas, Huck has adjusted his life to that of a civilized society. Huck illustrates his shrewd thinking when he see signs that indicates his father is back. Being afraid of his father, he gives all of his money to Judge Thatcher to avoid being persecuted by his father. Protecting himself was his number one priority; he knew that if his father got the money he would get drunk and in return would abuse him. His father drunkenness become a threat to his life later on in the story and by stopping him from getting the money, he stopped his father from being an abuser at that point and time.      Ã‚  Ã‚  Ã‚  Ã‚   Pap, Huck's father returns to town to get custody of his son because he here of Huck's fortune, finally resorting to the kidnapping. Huck is locked in the cabin when Pap is not around; once he was locked up for three days. At this point and time Huck was being neglected and abuse; his father had no idea what his abusive behavior was doing to Huck until he escapes. Pap became so abusive(not realizing it because of he is always drunk), that he almost kills his son in the cabin, thinking he was the angel of death. This incident forces Huck to realize that his father is an Free Essays - Survival in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays Free Essay - Survival in The Adventures of Huckleberry Finn    In literature, authors have created characters that have traits that contributes to their survival in society. The qualities of shredders, adaptability, and basic human kindness enables the character Huckleberry Finn, in Mark Twain's novel The Adventures Of Huckleberry Finn to survive in his environment.   The purpose of this paper is to depict the importance of these traits or qualities to his survival.      Ã‚  Ã‚  Ã‚  Ã‚   Huckleberry Finn is able to confront complex situations because he is shrewd. Nothing is more natural or more necessary than his ability to lie.   In certain situations I will discuss how he must lie because the circumstances forced him to deception and lies and evasions are the only weapons he has to protect himself from those who are physically stronger than he. The creativity, common sense, and understanding of people of different classes give him the edge he needs to survive in a rather harsh society.      Ã‚  Ã‚  Ã‚  Ã‚   Living with Ms. Watson and Widow Douglas, Huck has adjusted his life to that of a civilized society. Huck illustrates his shrewd thinking when he see signs that indicates his father is back. Being afraid of his father, he gives all of his money to Judge Thatcher to avoid being persecuted by his father. Protecting himself was his number one priority; he knew that if his father got the money he would get drunk and in return would abuse him. His father drunkenness become a threat to his life later on in the story and by stopping him from getting the money, he stopped his father from being an abuser at that point and time.      Ã‚  Ã‚  Ã‚  Ã‚   Pap, Huck's father returns to town to get custody of his son because he here of Huck's fortune, finally resorting to the kidnapping. Huck is locked in the cabin when Pap is not around; once he was locked up for three days. At this point and time Huck was being neglected and abuse; his father had no idea what his abusive behavior was doing to Huck until he escapes. Pap became so abusive(not realizing it because of he is always drunk), that he almost kills his son in the cabin, thinking he was the angel of death. This incident forces Huck to realize that his father is an

Comparing relevant theories, principles and models of reflective practice Essay

Reflective practice is an evolving concept. In the 1930s, John Dewey defined reflective thought as: ‘Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.’ He set out five phases or aspects through which we can see a process of reflection. However using phrases such as phase and stage does give a sense of sequence, a set method and there seems to be no room for interaction or dialogue rather that the teacher reflects individually. Of course, this can be the case we don’t all have someone to discuss and reflect with following every teaching experience. However it there is a definite place for interaction and dialogue with e.g. colleagues, mentor in order to evaluate what has gone before and how we can move on. I have found that through reflection with my mentor and by discussing points raised I have seen my teaching from another perspective and have taken on board different approaches. Shortly after starting teaching I was keen to achieve more involvement of the students in my sessions and through reflecting with my mentor I introduced various questioning techniques that have made my sessions more interactive and have benefitted the students. This use of Blooms’ taxonomy of questioning (1956) broadened my way of thinking about questions and as well as impacting my sessions developed my literacy skills by thinking about the way in which I communicate with others and being aware of my audience. The work of Boud, Keogh and Walker (1985), addressed emotions and reduced Dewey’s five phases to three. For them reflection is an activity in which people: ‘Recapture their experiences, think about it, mull it over and evaluate it.’ This approach is very much reflecting on action which enables us to spend time exploring why we acted as we did, what was happening in the group etc. This goes against the idea of reflection as a continual process, a way of life, and there was criticism of Boud et al from Cinnamond and Zimpher (1990) when they argued that: ‘They (Boud et al) constrain reflection by turning it into a mental activity that excludes both the behavioural element and dialogue with others involved in the situation.’ More and more I find myself reflecting as I’m teaching and adapting my teaching as the session progresses to meet the needs of individuals who have brought their own view to the session and presented me with an additional way of looking at the subject matter or prompted me to use an example which I had previously dismissed or forgotten about. The work of Kolb (1984) has been influential for the majority of educators as he approaches reflection in a cyclical way as one that is ongoing and constantly striving for improvement (see Diagram below). This to me is a practical and usable model of reflection that can be applied to many aspects of our life experiences not solely education. An example of how I have worked in this cyclical way and developed my ICT skills is my use of power point presentation within sessions. I began teaching using pre-prepared power points that did add to my sessions but could still be quite dry at times. By researching ways in which to improve on this I have progressed to adding animation, DVD clips, sound and am now in the process of compiling my own power point presentations using up to date and more relevant information which the students can relate to. By using this ICT tool in this way I have seen students response increase as well as their interest in further research. Brookfield (1995) saw reflection as viewing teaching from four different perspectives, he maintains that: ‘The heart of the reflective process is viewing teaching from four different perspectives or â€Å"lenses†: our autobiographies as teachers and learners; our students’ eyes; colleagues’ perceptions; and relevant theoretical literature.’ We all come to teaching from different backgrounds and with differing life experiences. Using this together with information gleaned from dialogue with colleagues and students and researching our subject specialism so as to keep up to date with new information will all add to the reflective process. On my short courses I like to find out, if possible, what type of electrical work the students are currently undertaking and then I attempt to relate the theory to practical situations they will be familiar with. This dialogue with students is, I believe, one of the reasons they have been so successful. Reflective practice requires a commitment to self-development and the time to achieve it, this as we know is one of the issues facing us all as educators as we strive to improve our teaching but can be held up by a lack of resources including time. Teachers improve their ability to react and respond as they are teaching, to assess, revise and implement approaches and activities on the spot. Reflection is key to moving forward and providing the best possible education for those students in our care. Word Count: 774 References: Boud, D et al (eds.) (1985) Reflection. Turning experience into learning, London: Kogan Page. Kolb, Da. (1984). Experiential learning: Experience as a source of learning and development, New Jersey: Prentice Hall. Brookfield, S (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longmans, Green. Cinnamond and Zimpher. (1990). Reflection. Available: www.infed.org/biblio/b-reflect.htm. Last accessed 20 March 2010.

Lucid Dreaming and Consciousness Free Essay Example, 2000 words

Moreover, they can carry out various actions and make commands since they are in control of the dream in the early phases. However, the person may get deeper in sleep and lose control of the dream. This loss of control is the boundary between lucid and non-lucid dreaming. After an episode of lucid dreaming, it is possible that an individual contributes to the waking memory. A lucid dream is considered a twin transfer of memories and experiences between the two worlds at different times. After an individual experiences lucid dreams repeatedly for a certain amount of time, the body system adjusts. The adjustment is such that it settles on these dreams and can recall them even when in the state of awareness (Tadas, 2014). These dreams form a solid and complex structure. The structure created is stable and independent and is the lucid dream context. This context has two main roles in the life of a person. One of the responsibilities is serving as a general contextual structure that receives information from both experiences and anticipated experiences and forming them to create a lucid dream that is easily recognized by a person. We will write a custom essay sample on Lucid Dreaming and Consciousness or any topic specifically for you Only $17.96 $11.86/pageorder now The other responsibility is serving as a stable free context for the waking individual. When a person wakes up from a dream, it is normal to have a lot of confusion because one does not know whether he was recalling a past experience or it was just a dream and nothing of the sort ever happened. For the lucid dreamers that get deep into a dream, they may have dreams that do not appeal to them and the consequent of this is their waking up with paranoia unsure of the future. It is thus the responsibility of the lucid dream context to separate the reality from the dream and consequently calm the individual under duress (Blackmore, 2013). With this latter responsibility, one gets to understand that lucid dreaming is a skill that an individual has the ability to master. Upon having a certain trend in dreaming, the lucid dream context sets this dream into the brain record and the individual has the ability to understand his character even better. Upon rep eated behavior of a certain kind, an individual has the ability to control his actions when in a lucid dream. The distinction between lucid and non-lucid dreams is the fact there is a contextual structure present in their bodies that forms because of continued dreaming. Lucid dreams have one structure that bears all the memories and thus the reason why such a dreamer has the ability to recall some vital information witnessed in the dream (Frenzel, 2012).